Search

The forms of leadership required to exclude children because they do not fit the school brand, to close down a school because of how the market is working, or to I academise i (see [34]) are not educational leadership that is actually educative. I Educative i leaders, leading and leadership are not officially recognised or enabled for or within public educational services in England. There is no independent peer-reviewed evidence for the current segregation of children either through home-schooling or for eugenics-informed access to school places based on biology, faith, class, race or intelligence (e.g. [10]). For example, parents have been told repeatedly that they would be failing in their duties if they did not strive to secure a "good school place" for "their" child, and yet a public education system requires parents to care and take action about and for all children and their access to "all school places as good". [Extracted from the article]

This article reports on a research project that studied the approaches to leadership adopted by head teachers in one local authority in an area of extreme social deprivation in northern England. Using data from semi-structured interviews which was analysed using three software packages, it examines how far the heads use either transactional or transformational leadership and identifies the factors that lead heads to make leadership choices. It concludes that while heads use both approaches to leadership, they believe that transformational leadership is far more effective in bringing about change which produces successful school development. However, external pressures cause the heads to concentrate far more than they would wish on transactional leadership in spite of the espoused national policy to facilitate school improvement. [ABSTRACT FROM PUBLISHER]